Integrated Language Arts Instruction K2 Writing Emily L

Session Overview In this session you will learn how to create writing lessons for

Let’s Watch for Best Practices in a Writing Classroom

Best Practices ● Writing is continuous ● Focus on one quick teaching ● ●

Time Pressure ● You need to have a dedicated time every day ● Even

Sample Instructional Unit: I Wonder. . . • I Wonder: How are people the

Let’s look at some of the days in this unit: • Modeled Writing •

Modeled Writing: What is it? • Teacher models FOR the students – Models writing

Modeled Writing: Why do we do it? • Strengthens our students’ knowledge of: –

Modeled Writing Why do we do it? • I’m wondering ____ ? • I’m

Mentor Text for Small Moments • Using literature as a mentor text to help

Using research to create a multimodal text • I am (color word) because I

Research for young children • Generate topics of interest. (K-2) • Generate questions to

Using Paint 3 D • Image that shows children’s writing. • Image 1: I

Now it’s your turn… 1. Examine the books on your table. 2. Create a

Reminders • Writing must be taught, practiced, and shared each and every day! •

Professional Resources • Write This Way, Kelly Boswell • Craft Lessons: Teaching Writing K-8,

Contact Us • Emily L. Mc. Millen, Henrico County Public Schools: emcmillen@henrico. k 12.

Disclaimer • Reference within this presentation to any specific commercial or noncommercial product, process,

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Integrated Language Arts Instruction: K-2 Writing Emily L. Mc. Millen, Henrico County Public Schools Dr. Tammy M. Milby, University of Richmond Dr. Joan A. Rhodes, Virginia Commonwealth University

Session Overview In this session you will learn how to create writing lessons for K-2 students as part of an integrated unit. • • Charlottesville Chesapeake Springfield Roanoke September 16, 2019 September 30, 2019 October 16, 2019 October 21, 2019

I’m Wondering

Let’s Watch for Best Practices in a Writing Classroom

Best Practices ● Writing is continuous ● Focus on one quick teaching ● ● point each day-use this to develop lessons and conferences Incorporates the Writing Process throughout instruction Reading like a writer: notice craft & discuss Model, Model: parts of writing workshop Establish the writing community

Time Pressure ● You need to have a dedicated time every day ● Even in SMALL 20 minute blocks, you can structure your writing to include: ○ mini lesson ○ independent student writing time ○ students sharing ● Kids need to be writers; writers are readers!

K-2 Writing Standards

Sample Instructional Unit: I Wonder. . . • I Wonder: How are people the same and different? Why? – – – Do we all play the same? Do we all feel the same? Do we all grow the same? Do we all look the same? Do we all live the same? • Book list is available for this “I Wonder” Unit

An Integrated Unit Example

Let’s look at some of the days in this unit: • Modeled Writing • Mentor Text • Research and Multimodal Text - Just a small sampling of what you’ll add into your integrated unit

Modeled Writing Section Begins

Modeled Writing: What is it? • Teacher models FOR the students – Models writing – Models thinking – Models the writing process • Teacher is WRITING IN FRONT of his/her students!

Modeled Writing: Why do we do it? • Strengthens our students’ knowledge of: – – – writing behaviors different types of text the writing process story structures how writing helps us and enriches our everyday life the vocabulary that writers use to talk about writing. • “Nothing, absolutely nothing you will ever do as a teacher will be more powerful than modeling writing in front of your students. ” by Vicki Spandel

Modeled Writing Why do we do it? • I’m wondering ____ ? • I’m wondering how people look the same? • I’m wondering how people look different?

Mentor Text Section Begins

Mentor Text for Small Moments • Using literature as a mentor text to help students narrow a piece of writing: 1. Connect: Rereading of Text 2. Teaching Point: “Small Moment” with inverted pyramid graphic organizer (5 -7 minutes) 3. Engage • Off you go! Think about how to narrow a piece of your own writing from your writing folder. . .

Anchor Charts • Created with students

Multimodal Text Section Begins

Using research to create a multimodal text • I am (color word) because I ______. • I would be (color word) because only I can _______. • My color is (color word) because ______. • I am unique because _______.

Research for young children • Generate topics of interest. (K-2) • Generate questions to gather information (K-2) • Identify pictures, texts, or people as sources of information (K-2) • Find information from provided sources. (K-2) • Gather and record information (1 -2) I am _____ because ____. My research on brown.

Using Paint 3 D • Image that shows children’s writing. • Image 1: I am green because I like trees. • Image 2: I am gold because I swim like my goldfish.

Now it’s your turn… 1. Examine the books on your table. 2. Create a new writing lesson idea where you use the best practices we discussed today.

Reminders • Writing must be taught, practiced, and shared each and every day! • Integrate!

Professional Resources • Write This Way, Kelly Boswell • Craft Lessons: Teaching Writing K-8, Ralph Fletcher & Joann Portalupi • Using Picture Books to Teach Writing With the Traits, Ruth Culham & Raymond Coutu • The Writing Workshop: Working Through the Hard Parts (And They're All Hard Parts). Katie Wood Ray & Lester Laminack • Wondrous Words, Katie Wood Ray

Contact Us • Emily L. Mc. Millen, Henrico County Public Schools: emcmillen@henrico. k 12. va. us • Dr. Tammy M. Milby, University of Richmond: tmilby@Richmond. edu • Dr. Joan A. Rhodes, Virginia Commonwealth University: jarhodes 2@vcu. edu • What will you push your students to wonder about next week?

Disclaimer • Reference within this presentation to any specific commercial or noncommercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.